The Ministry of Education and Vocational Training

Education Sector Human Resource Situational Analysis

“Human Resources for quality Education in Tanzania”

“Inception Report”

Issa M. Omari Heather Baser

August 2010

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Table of Contents

1.0 Introduction to the Assignment ……………………………………………………………….. 12.0 Background to the Education Sector ………………………………………………………… 12.1 The Structure of the Education System …………………………………………………… 22.2 The Volume of Current Human Resource and Enrolments………………………… 33.0 The Terms of Reference [ToR] ………………………………………………………………….. 43.1 The Key Processes and Expected Outputs………………………………………………… 43.2 The Scope of the Assignment……………………………………………………………………. 5

3.2.1 Coverage of the Analysis…………………………………………………… 53.2.2 Defining and Characterization of Education Sector HR……… 6

4.0 Methodology for the Situation Analysis……………………………………………………… 84.1 Introduction to the Methodology………………………………………………….. 84.2 The Sampling Strategy……………………………………………………………………. 8

National Level……………………………………………………………………. 8 Regions……………………………………………………………………………… 8 Districts……………………………………………………………………………… 9 Wards………………………………………………………………………………… 9 Schools………………………………………………………………………………. 9 Universities……………………………………………………………………….. 9 Agencies and institutions…………………………………………………… 9 Donor and NGO groups ……………………………………………………..

5.0 Key Interviews to be Conducted and Data Sets Required…………………………….. 105.1 The Nature of Interviews…………………………………………………………………. 105.2 Data Sets Required…………………………………………………………………………… 11

6.0 Terms of Reference for the Enumeration Firm……………………………………………… 157.0 Arrangement for the Implementation of the Task………………………………………… 168.0 Sample Instruments

1. Ministry level…………………………………………………………………………………….. 182. Regional Level Data……………………………………………………………………………. 193. District Level Data………………………………………………………………………………. 214. School Level Data……………………………………………………………………………….. 244.1 School Outcome Indicators………………………………………………………………… 255. Institutional Data……………………………………………………………………………….. 236. Teachers Ranking Questionnaire…………………………………………………………

9.0 Activities and Time Plan…………………………………………………………………………………… 26

10.0 Structure of Final Report…………………………………………………………………………………. 27

11.0 Annexes1. Terms of Reference for the Assignment…………………………………………………… 282. Terms of Reference for the Enumeration Firm………………………………………….. 35

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3. List of Planed Interviews……………………………………………………………………………. 41

1.0 Introduction to the Assignment

This is a Government of Tanzania inspired situational analysis of human resources in the education sector. The overarching purpose is to improve our understanding of the constraints and possibilities in human resources in terms of Availability; Deployment; Distribution; and Retention

The ultimate aim is to improve the human resources base for sustainable and comprehensive quality education, with underserved areas receiving special attention.

2.0 Background to the Education Sector

In 1997, the Government of Tanzania formulated the Education Sector Development Program, (ESDP) as an overall strategy and framework for realizing the goals and objectives of the 1995 Education and Training Policy. Under the ESDP, there are notional subsector committees for: Basic Education, including secondary education Higher and Tertiary Education Vocational Education and Technical Training Folk and Adult Education and TrainingHowever, all these committees report through the Education Sector Development Committee which has representation from all stakeholders.

Within this ESDP framework, the Government has implemented, or is implementing the following programs:

Primary Education Development Plan I: 2002:2006 Secondary Education Development Plan I: 2004:2009 Folk Education Development Program: 2008/9-2012/13 Primary Education Development Plan II: 2007- 2011 Secondary Education Development Plan II: 2008-2015 Higher Education Development Plan: 2010-2015 Science and Technology Higher Education Plan: 2008-1013 Teacher Education Management Strategy: 2006-2010

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Technical and Vocational Education Program: 2011 -2016

ESDP has now been revised and a second sequel is in operation as ESDP II: 2008 – 2017. The main thrusts of the above education development plans have been:-

Expansion of enrolments and equitable access Improvement of quality and the relevance of education Strengthening institutional arrangements Capacity building across the board Addressing cross cutting issues

It is now over 10 years since ESDP was launched but there has not been any candid and comprehensive analysis of the human resources available, their quality, and distribution. It is greatly recognized that human resources are the essential inputs for quality education. Otherwise, one may compromise quality, the pace and scope of expansion, and the provision of education on equitable basis. The current assignment is then to be situated in that context of strategic concerns for effective management, quality, access, equity, and expansion of education and its provision.

2.1 The Structure of the Education System

Tanzania operates a rather diffused or truncated education system in which:

(i) Pre-Primary education has mainly been left to NGOs and private providers

(ii) Primary and secondary education is under the Prime Ministers Office, Ministry of Regional Administration and Local Government

(iii) Higher education, teacher education, technical education, adult education, the inspectorate, and educational agencies and service institutes are in the Ministry of Education and Vocational Training

(iv) Folk Education is in the Ministry of Community Development, Gender and Children.

(v) Tertiary non higher education is in the respective sectoral Ministries(vi) Vocational Education and Training is under a semi autonomous agency

The structure of the formal education system follows the 2-7-4-2-3+ for preprimary, primary, secondary (O-level), senior secondary (A-Level, and university education. The mandatory age for enrolling in primary education is 7 years.

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2.2 The Volumes of Current Human Resources and Corresponding Enrolments

Tanzania is in a very enviable position with respect to educational data. Each year, and for the National Parliament, the sitting Minister of Education presents the Budget Estimates along side an informative booklet called: “Basic Education Statistics in Tanzania” It is an excellent tradition started late in 1980s. Thus one can get official statistics, notwithstanding weakness therein. Table 1 gives the volumes of student enrolments in both public and private institutions combined, and the number of teachers.

Table 1: Enrolment volumes by level and sex: 2010

S/N Level Teachers Enrolments

Total Male Female Total

1 Preprimary Education 1,4779 460,628 463,837 925,465

2 Primary 165,856 4,203,269 4,216,036 8,419,305

3 Adult and Non Formal Education (ICBAE)

29701 272,314 300,860 573,174

(COBET) 6,011 39,503 33,296 72,799

4 Secondary Education: Form 1-4 40,517 866,734 699,951 1,566,685

Form 5-6 43,437 28,577 72,014

5 Teacher Education (Non University)

1,745 14,578 11,236 25,814

6 Higher Education NA 76,934 42,916 118,951

7 Technical Colleges NA 24,680 20,493 60,173

8 Tertiary-higher and technician level

NA 97,426 71,696 169,124

9 Folk and Vocational Education NA 62,008 54,605 116,613

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3.0 The Terms of Reference (TOR)

The TOR are quite explicit and clear. The overall purpose is to undertake an in-depth analysis of the current human resources situation in the education sector by:

(a) Doing an analysis of the key issues related to human resources availability and distribution within the sector

(b) Assessing the availability against current and future requirements of each subsector

More, specifically the TOR requires the consultants to provide:(a) An overview of human resources availability in the education sector,

including the relevant MDAs, and the projected needs in the next five years;(b) An overview of the distribution of the human resources in the education

sector by:(i) Subsectors and agencies;(ii) Regions and districts;(iii) Gender; and (iv) Qualifications;

(c) An assessment of the productivity and efficiency of the human resources within the subsectors;

(d) An analysis of the factors affecting human resources in terms of:(i) Availability and distribution;(ii) Training and development, including in-service; (iii) Recruitment, attraction and placement or deployment;(iv) Level of job satisfaction and motivations of teachers and staff;(v) Retention of staff and attrition rates.

(e) Clear and actionable recommendations and the way forward on the basis of the analysis and the findings.

3.1 The Key Processes and Expected Outputs

It is anticipated that the consultants, working as a Team will:(a) Report regularly to the Director, Policy and Planning in MOEVT(b) Provide regular progress report to the chair , IATWG through HR SITAN Sub

Committee(c) Conduct the assignment through:

(i) Review of existing relevant documents (ii) Interviews and discussions with key stakeholders

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(iii) Collect field data on human resources availability and needs(iv) Participate in the procurement and training of enumerators(v) Design the sampling strategy(vi) Develop and pilot test survey tools(vii) Draft the TOR for fieldwork(viii) Conduct data analysis and write the draft and final reports(ix) Create and provide a database compatible with EMIS to the three

ministries – MOEVT, PMO- RALG and MCDGC(x) Present the final report to the Education Sector Development

Committee [ESDC]

The expected outputs include:-(i) Inception Report whose contents will be:

(a) An overview of issues emerging from the review of documents (b) Information gaps that need to be addressed(c) Key interviews to be undertaken(d) Sampling strategy(e) Survey tools and instruments(f) TOR for data collection phase of the study(g) Work plan and time line for its implementation(h) Outline of the final report

(ii) Draft Report for client review and feed back from stakeholders (iii) Final Report

3.2 The Scope of the Assignment.

This has two components:

3.2.1 Coverage of the analysis. The Education Sector, which is the subject matter of this assignment, comprises:(1) Pre-Primary education of two years before primary education;(2) Primary education of seven years;(3) Secondary education (a) O-level of four years;

(b) A-level two years;(4) Adult and non formal comprising:

(a) CBET- Complementary Basic Education Age 11-18(b) ICBAE – Integrated community Based Adult Education

(c) Literacy Classes (d) Distance Education

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(5) Vocation Education and Training(6) Technical Education(7) Teacher Education(8) Tertiary non University Education(9) Higher Education, e.g., Universities and associated colleges

(10) Administration in: [a] The three ministries: MOEVT, PMO – RALG and MCDGC;

(b) Regions;(c) Districts;(d) Schools; and (e) Teaching and training institutions

(f) Service institutions(11) The semi autonomous agencies and institutions that include:

(i) The Higher Education Students Loans Board(ii) Tanzania Universities Commission(iii) Tanzania Education Authority(iv) National Council for Technical Education(v) National Examinations Council of Tanzania(vi) Tanzania Institute of Education(vii) National Council for Science and Technology(viii) Agency for the Development of Education Management (ix) The Institute of Adult Education(x) Vocational and Training Authority

3.2.2 Defining and characterization of the Education Sector Human Resources

The hardest departure point for this assignment is to answer the question:

“What constitutes human resources in the education sector?“Do we include every body working in the sector or be selective?

Obviously there are the natural categories of staff who permanently belong to the education sector. Then there is an assortment of support staff with no permanent affiliation to the sector as can be moved out any time. Here below is a run down of the possible categories for inclusion and exclusion in the analysis.

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S/N Categories Staff in the Sector Include Exclude1 Trained Teachers [both teaching and not teaching]

2 Untrained teachers teaching in schools

3 Retired teachers teaching in schools

4 Retired teachers not teaching anywhere

5 Trained teachers in non state for profit schools (private)

6 Trained teachers in seminaries/ religious schools

7 Untrained teachers in private and religious schools

8 Administrators, e.g., in private and religious schools

9 Trained educators in government institutions (TEA)

10 Administrators in institutions, e.g., universities, TEA, etc

11 Support staff-- secretaries in schools/universities

12 Laboratory technicians and farm managers

13 Non educators in the Ministry of Education

14 Trained educators in the Ministry of Education

15 Technical support staff, e.g., accountants, bursars

16 Senior Management Staff in Ministries

17 Lecturers in higher education institutions

18 Tutors in tertiary institutions in other ministries

19 Tutors in public teacher training colleges

20 Tutors in private teacher training colleges

21 Zanzibar –only as impacts on secondary education

22 Publishers

23 Librarians

24 Procurement officers

25 Development educators, e.g., FDC +tertiary edu staff

26 Vocational education training tutors

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4.0 Methodology for the Situational Analysis

Methodology has to do with sampling, instruments, and procedures. All are geared towards the realization of the objectives of the assignment.

4.1 Introduction to the Methodology. The Terms of Reference calls two things:(i) There should be field survey based on strategic samples(ii) Underserved areas should receive special attention in sampling

Tanzania is a large country of 886,037 square kilometers of land mass, and 59,050 square kilometers of waters, with a population close to 40 million people. It is characterized by great social, economic, and geographical diversities and variations. An attempt will be made here to cover the whole country and the great variations as much as possible

.In social economics, underserved areas should include those with:

Low Gross Enrolment Ratio at both primary and secondary level; Low net enrolments Ratio at both primary and secondary level; Low Transition Rates from primary to secondary education level; Poor performance in national examination: P7 and S4; Poorly supplied with teachers and other key inputs; Low in construction of community secondary schools; High poverty Index; and Overcrowded classes. High PTR

4.2 The Sampling StrategyAs a matter of necessity, the study calls for the use of a multilayer purposeful sampling strategy. Therefore, the sampling will be by:-

(A) National Level: All the three Ministries with some education mandate, i.e., MoEVT, MCDWC, PMORLAG;

(B) Regions. Tanzania had hitherto 21 firmly established regions. It is proposed that the study cover 9 of these regions. These will be selected from three categories of High, Medium, and Low in educational services. There is a lack of a single composite index incorporating all the concerns above with respect to underserved areas.. The most accessible, and possibly the most adequate measures should be GER, NER, P7 pass levels, and poverty profile. Using recent trends we propose to use the following regions:-(1) Dar es salaam [H]

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(2) Pwani [M](3) Iringa [H](4) Rukwa [L](5) Mtwara [L](6) Kilimanjaro [H](7) Dodoma [M](8) Tabora [L](9) Mara [M]

(C) Councils and Wards. There are about 134 councils in the country and each council has about six wards. It is proposed that we take 1/3 of them, which means two councils in each of the selected regions for a total of 18 districts, and take one ward in each council. These councils and wards will be firmed up soon.

(D) Schools. In each council, we shall take:(i) Four secondary schools – One Government Boarding A Level school; One

Community O Level Day School; One for profit private secondary school; and one Seminary, balanced for urban and rural and ownership;

(ii) Six primary schools-- 2 Urban and 4 Rural, balanced for ownership and quality;

(iii) Preprimary – two in each council balanced for ownership.

(E ) Institutions. There 11 public Universities and 21 private universities. It is proposed that we take three public universities and four private universities.

(F) Education agencies. Since these are varied by functions, we propose to take all of them.

(G) Public and Private Teacher Training Colleges. There are about 34 public colleges and we propose to take three of them since they are greatly similar, and tree private ones out of 58.

(H) Vocational education training centers. We shall take one in each council which has one, for a total of 10;

(I) Folk Development Colleges. Take one in each council which has one for a maximum of 10;

(J) Non university technical institutions. One in each council which has one balanced between health and agriculture, for a maximum of 10;

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(K) School inspectors in each council. Take the whole group separately from other education officers

Table 2 gives a tentative distribution of respondents. Some more details are being accumulated

Table 2: Sampling Strategy and Sample Sizes

Category of Respondents Total Sample % of Total1 National level All 3 ministries 3 1002 Regions 21 9 433 Councils 134 54 404 Schools

i)Secondary (a) Public * 4 x 54=216 (b)Private 54 (c) Seminaries 54 ii)Primary (a) Public (b) private ( c) religious iii) Preprimary (a) public (b) Private (c) Religious

5 Teacher Training Colleges Private 58Public 34

1 per region1 per region

i)Diploma (a) Public (b)Private (c )Religious ii) Grade A (a) Public (b)Private ( c) Religious

6 Universities (a)Public 11 4 36 (b) Private or church 21 4 19

7 Education Agencies/institutes 9 9 1008 Vocational Training 1 each region 99 Folk dev. colleges 1 each region 910 Non University Tertiary 1 each region 911 Technical Sec. Schools 1 each region 912 The inspectorate Each councils 54

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5.0 Key Interviews to be Conducted and Data Sets Needed

5.1 The Nature of Interviews

The interviews will be highly focused and strategic for key and informed executives. The concentration will be on the more qualitative evaluative data such as:

(i) HR gaps, e.g., ICT, computer science, management, types of sciences such as the environment, nuclear physics, mathematicians, etc

(ii) HR asymmetries, e.g., having more in the socials and too few in mathematics, physics, and geology.

(iii) Adequacy of the establishment – # of persons provided for in key offices, directorates, etc.

(iv) Qualitative evaluations of work habits, work competency, work quality, and work motivations

(v) Dimensions of collaboration between ministries, directorates, and agencies.(vi) The manner and efficiency in recruiting for leadership positions and how

evaluations of managerial positions are made and look like(vii) Factors Affecting [will also have a checklist or rating scale]

Attraction of quality candidates to the teaching professionDistribution of the HR across geographical locations by genderQuality of the training of teachersRecruitment across the borders or speed thereinDeployment in remote and rural areas Motivations and job satisfactionAttrition and Retention

Most of the interviews will be done by team leaders and consultants. The list of interviews will be firmed up later but a tentative one is attached as Annex 3.

***The analysis here will proceed along the lines of the interface between Human Resources and the key roles of the centre.

***Job descriptions of key desk officers will also be analyzed

5.2. Data Sets Required

This multilayer study requires that data is collected at different levels as follows:-

(1) National levels [Instrument # 1]a) Ministry of Education and Vocational Training [ the whole of it plus examine

databases therein]b) Ministry of Regional Administration and Local Government [education section]c) Ministry of Community Development, Gender and Children [education section]

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(2) Regional level. The office of the Regional Education Officer has a pivotal role in coordinating education in the whole region, involving all districts. What kind of human resources are available there [Instrument # 2]

(3) Council Level. Today local authorities are supposed to manage both primary and secondary education. What human resources do they have to do that job? Two offices are involved here and instrument # 3 should capture that: a) District Education Officers – Primaryb) District Education Officers – Secondary

(4) Ward level. There is supposed to be Ward Education Officers and a District can have as many as 5-10 wards. What human resources are available there, and for what tasks [Instrument # 3 will capture that]

(5) School level. This is the truly shop floor level where the action is. We need to capture the following aspects at that level as follows [Instrument #4](i) The number of teachers—available versus establishment/absenteeism(ii) Teaching processes in the classroom [Instrument #5](iii) Learning Outcomes

a) Frequency of classroom tests per term in the current termb) Terminal tests in the current yearc) Homework given to students per week, month, and termd) Pass levels in the last five years [Instrument # 4.1]

6. Institutional level. Universities and Agencies [ Instrument #6 ]7. Teachers and Head teachers . An opinion ranking scale [ Instrument # 7]8. FDC, VET, and Technical schools. [ Use School Instrument # 4 # 5]

6.0 Additional Terms of Reference for the Enumeration FirmThese terms of reference complement and should be read alongside those already issued by the sponsors and attached herein.We, the consultant, are happy to work with an Enumeration Firm as set out in the preliminary Terms of Reference [Attached]. In order for us to be able to deliver quality work, and in time, we recommend that the firm: Read and Internalize the inception report (1) Appoint, on the basis of mutual consultations, a senior leader to work more closely

with the consultants, and operate as a team(2) Appoint regional Team Leaders, in close consultation with the consultants, to lead

teams of six persons for each of the selected regions.(3) The Firm Leader and Regional Leaders, will participate in a review of the

methodology with the consultants(4) Participate in the training of enumerators, with the consultants(5) Participate in the Pilot Testing of the methodology in one selected Region [The

data, if good enough, will be used later](6) Develop the Data coding scheme acceptable to the consultants (7) Collect the data from the field within the timeframe agreed upon (8) Clean the data after sample reviews by consultants

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(9) Conduct trial run data analysis of one region for preliminary review(10) Input all the data (11) Produce the tables as required by consultants, and label them and turn them over

to the consultants plus the databases generated.(13) The Enumerator Firm will appoint two senior enumerators for institutional data(14) The Enumerator firm will appoint one senior enumerator for ministry data collection.

7.0. Arrangement for the Implementation of the Assignment

i) The work will be guided by a Team of Three persons as co-coordinators as follows:

(1) Issa Mcholo Omari - Education consultant and lead consultant

(2) Heather Gaser – Human resources consultant and co-leader

(3) Prime Consult Director(s)- Enumeration-Field Data Collection Specialist

ii) Field work. Each Region we shall have a leader who will supervise seven enumerators working as a team. Two for secondary schools, four for primary schools, and one for other institutions.

iii) The Team leader will do the interviews while they collect the data in wards and schools

iv) District and Regional Data will be collected by the Team leaders

v) Ministry Data will be collected by the consultants

vi) The Ministry of Education and Vocational Training shall appoint contact persons to work with the consultants as follows:

1) Human resources/Management Division – MoEVT2) Directorate of Secondary Education3) Directorate of Primary Education4) Directorate of Teacher Education5) Directorate of Policy & Planning

vii) Each field team will endeavor to meet each evening to review what happened in the day.

viii) There will be meetings with the whole team on return to station in Dar es Salaam

ix) Each team member will keep a journal for each day observations not directly captured by the instruments, but relevant.

x) The team leader will make sure that technical and vocational institutions in MoEVT, Folk Development Colleges in MCDGC, and PMORALG education group are covered.

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8.0. Sample Instruments

1]. Instrument # 1: HR at Ministry Level Data

S/N Name Age SexF/M

Division Responsibility Qualifications

PhD MA BA/Sc DIP Other

123456789101112131415161718192021222324252627282930

****Examine any HR Plans, MTF, Annual Budget speeches, etc, etc.

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2]. Instrument # 2: Regional Level Data

S/N Name Age SexF/M

Division Responsibility Qualifications

PhD MA BA/Sc DIP Other

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

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3]. Instrument # 3: District and Ward Level Data

S/N Name Age SexF/M

Division Responsibility Qualifications

PhD MA BA/Sc DIP Other

123456789101112131415161718192021222324252627282930

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4]. Instrument # 4.0: School Data

School name -------------------- Rural--- Urban---- Secondary--- Primary----

Place -----------------------------A Level---------O Level-----------Size: Boys----Girls-------

School Code # ( ) Establishment ( ) Available(---) Absent ( ) [ schooling---]

S/N Name Sex Age SubjectsTaught and

periods per week

Experience+ grade

QualificationsM/F N Percent PhD MA BA DIP GA Other

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

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***1]. List all subjects with greatest shortage of teachers, indicate magnitude and future needs: 1]--------------------------------------------------------------------------------------2]--------------------------------------------------------------------------------------3]--------------------------------------------------------------------------------------4]---------------------------------------------------------------------------------------5]----------------------------------------------------------------------------------------

***2] List all teachers absent on that material day plus reasons for being absent, e.g., on leave[type], schooling, to the bank, etc.1]……………………………………………………………………………………………………2]. ……………………………………………………………………………………………………3]……………………………………………………………………………………………………4]. …………………………………………………………………………………………………..5]. …………………………………………………………………………………………………..

5]. Instrument # 4.1: School Outcome Indicators

Years and Levels Pass Levels

A Primary 7 Results: Student getting A B C D E

2005

2006

2007

2008

2009

B Secondary 4 Results: Students Getting Division I II III IV F

2005

2006

2007

2008

2009

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6]. Instrument # 5: Classroom Observations

S/NTeachers and Pupils Actions

The Period in 5 minutes internals[Tick as Appropriate]

0-5 - 5-10 10-20 20-25 - 25-30 30 -35 -401 Coming in late [minutes …….]

2 Getting ready to actually teach

3 Shuffling papers

4 Organizing students

5 Giving Instructions

6 Admonitions and Reprimands

7 Praises individuals or class

8 Actual subject matter teaching

9 Group Discussions

10 Supervising group activities

11 Supervising individual activities

12 Students idling

13 Student confused/Be wildered

14 Students asking questions

15 Students answering questions

16 The teacher expanding knowledge

17 Teacher restructuring instruction

18 Teacher showing empathy

19 Factual errors made[give examples]

20 Teaching management problems seen

****Check and Adduce Evidence for : Availability of Textbooks --Titles and numbers Availability of syllabus---Names and dates of publication Availability of lesson Plans --Adequacy in structure and substance

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7]. Instrument # 6: Institutional Data

S/N Name of Staff Section/Dept Specialization Qualifications

PhD MA BA DIP OTHER

1

2

3

4

5

6

7

8

9

10

11

12

13

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8]. Instrument # 7: Head Teachers and Teachers Questionnaire

(1) Introduction

This study is called Education Sector Human Resources Situation Analysis: The immediate objective of the study is to improve our understanding of the situation. The long term objective of the study is to improve the human resources base so as to achieve sustainable and comprehensive quality education in the country.

The special areas of concern include an examination of the factors that contribute to:- (a) Attraction and availability of high quality teachers (b) Enhancement of employment and placement of teachers (c) Ensuring equitable distribution of teachers and non teaching staff. (d) Increasing retention and reducing attrition in the teaching force. (e) Enhancement of quality, efficiency, and productivity of teachers and other staff.

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Below are some five factors that may contribute to these aspects of concern. Please rank them from the most important one by indicating (1), and the least important, by indicating (5). Be as sincere and free as possible in indicating your rating.

(2) Personal Background Data

(1) Name of School …………………………………………………………………….(2) Name of Respondent [teachers] ……….………………...... Sex: M- - F--- (3) Educational qualification…………………………………………………………..(4) Teaching Grade: Degree -- Diploma--- Grade A--- Others---------(5) Experience in years of teaching 1 – 5; 5 – 10; 10 – 15; 15-20; 20-

30;.Over 30 -------(6) Age in Years: 20 – 25; 25 – 30; 30 – 35; 35 – 40; 40 – 50; 50- 60; 60+--(7) Teaching subjects: 1]. Sciences----- 2]. Math ----- 3].Socials------ 4].Languages

-----.5]. Others---------------------------------------------------

(3) Rating of Factors. Please put your ranks in the boxes from 1 to 5.

(A) Factors for improving Attraction and Availability of good quality teaching staff1) Better information about the need and importance of teachers2) Better and comparable salaries 3) Better and known fringe benefits [mafao]4) Better and known pension schemes 5) Better handling in recruitment and posting6) Others [Specify only one]

(B) Factors for enhancing employment, deployment, and placement of teachers 1) Better information of where there are teaching opportunities 2) Better information on where one was being posted 3) Better management of staff at post 4) Fair chance for being promoted to the next grade 5) Fair chance for being a head of school6) Others [Specify only one]

(C) Factors for enhancing distribution by location, rural-urban etc 1) Rotational procedures for the hard to live areas 2) Better housing services in rural and remote areas 3) Differential salaries [2 notch up] for rural and remote areas 4) Better and prompt transfer and settlement allowances 5) Availability of key social services – hospitals, schools, roads. etc. 6) Others (Specify only one]

(D) Factors for enhancing retention and reducing attrition1) Better management of teachers 2) Better pay package per month 3) Better fringe and retirement benefits 4) Better circulation from difficult to better areas and vice versa 5) Better school -- community relations

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6) Better working environment7) Others [Specify only one]

(E) Factors for enhancing quality, productivity and efficiency in teaching1) Better initial training [Pre-service]2) Better and regular in-service courses 3) Equitable and reasonable teaching load [Periods per week]4) Better management of teachers at the school level 5) Better management of the education sector in general 6) Others [Specify only one]

9.0 Activities and Time Plan

This study need to be time sensitive so that:

a) Data is collected when schools are on session, which says we should avoid getting into November and December, and early September mid term.

b) Avoid dates close to October 31, 2010, which are Election Dayc) Be completed during the University long vacation, July – October 2010.

Therefore, the activities and timing should be as in Table 3. A more synchronized Work Plan appears as Annex 3 and notional distribution of tasks appear as Annex 4.

Table 3: Tentative Plan of Activities and Time Frame

S/N ACTIVITY DATES1 Preparation of Inception Report August 25- Sept 102 Pre-testing and review of methodology September 10-203 Production of all Instruments for field work September 21-254 Assembling and training of enumerators September 26-305 Traveling to the regions and districts September 30-3 October6 Fieldwork October 4-257 Traveling back to stations October 26-288 Cleaning of data sheets and coding October 30 Nov 209 Data entry, cleaning, and organization November 21-Dec 1510 Report writing December 16 – Jan 3011 Report reviews Feb 1- 1512 Presentation draft report Feb 11- Feb 2013 Preparation of final Feb 21 -2814 Presentation of final report March 1-15

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10.0 Structure of Final Report

Preface [ By The Minister or Permanent Secretary]

0.0. Executive Summary

Chapter 1: Background and Terms of Reference

Chapter 2: Methodology Used to Conduct HR Situation Analysis

Chapter 3: Structure of Education Sector in Tanzania

The Ministry of Education and Vocational Training The Ministry of Regional Administration and Local Authority The ministry of community Development, Gender and Children Education in other Sectoral Ministries Other Participants in the Education Sector

o The Church o The non state for Profit sector

Chapter 4: Current Human Resources Availability and Projections

Human Resources Availability in Aggregate Terms Human Resources Availability and Distribution by Levels

o Pre-primary and primary levelo Secondary educationo Vocational and technical education and trainingo Folk and development educationo Adult and non formal educationo Teacher Education subsectoro Higher education

Chapter 5: Productivity, Efficiency, Effectiveness, and Quality of the Human Resources

Chapter 6: Factors Affecting HR Availability, Distribution, and Efficiency

Attraction and Training by levels and types Recruitment and deployment by levels and types Levels of motivations and job satisfaction by level and types Retention and attrition by levels and types

Chapter 7: Summary and recommendations

References

Annexes

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11.0. Emerging Issues and Information Gaps

The issues that needs to be resolved soon would include:

(1) How to treat preprimary education. This subsector has no formal budget, no directorate or formal policy on their establishment and operations, provided that the safety of the children is secured. Even pupil- teacher ratios are not regulated. Therefore, agreement has to be reached on the basis for projections of HR needs.

(2) The boundaries of the exercise. There are categories of human resources which naturally belongs to the education sector, and those categories of administrators and support staff who have no permanence in the sector. We need to agree on the categories to be included in this analysis.

(3) Key indices of staff sufficiency so as to determined adequacy and future needs. We shall need to set standards on this. At school level, the teacher-pupil ratio can be used but has also been varying.

(4) How to determine staff productivity, efficiency, quality, and effectiveness. These are major parameters that will need both international reviews and local consensus. Here indices such as class size, teacher pupil ratio, pass rates, syllabus coverage, number of days worked per year, per term, per week, and per month. The workload—periods per week, length of each period, hours in school, provisions for changing from one period to another, use of Saturdays, remedial teaching, and counseling services, are all important parameters for effectiveness.

(5) What happens in the classroom?. For an underperforming system where over 50 percent of students fail in most years in national examinations, we shall need better diagnostic tools so as to unravel what exactly happens in the classroom. A limited sample of strategic classroom observations will be done to determine time use, type of knowledge transmitted, as measures of efficiency and effectiveness.

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ANNEXES

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Annex 1: TERMS OF SERVICE for

CONSULTANTS FOR CARRYING OUT

A SITUATIONAL ANALYSIS OF

HUMAN RESOURCES IN THE EDUCATION SECTOR

1.0 BACKGROUND

The Government of Tanzania (GoT) formulated the Education Sector Development Programme (ESDP) in 1997 as a strategy to realize the goals and objectives of Education and Training Policy (ETP, 1995). The GoT launched a five-year Primary Education Development Plan 2002-2006 (PEDP) in January 2002 and Secondary Education Development Plan 2004–2009 (SEDP) in 2004. These plans aimed to translate the ESDP into primary and secondary sub-sector reforms focusing on five strategic components namely:

expansion of enrolment and access; improvement of quality; strengthening institutional arrangements; capacity building; and, cross-cutting issues (CCIs).

The GoT has continued to update its education programmes in recent years. There have been updates on most of the strategic plans; ESDP II is in place for 2008-2017, PEDP II was introduced in 2007, a Folk Education Development Program (FEDP) has been established, SEDP II and High Education (HEDP) will be finalised in 2010, and the sub-sector development plan for and Technical and Vocational Education (TVEDP) is under preparation.

In the course of implementing the ESDP and its various sub-sector programmes, Tanzania has significantly expanded its education delivery services, in order to accommodate increasing enrolment in all sub-sectors. A service delivery expansion of this magnitude requires increased volume of human and financial resources at all levels in the education system.

At this juncture, with the expansion of education service delivery well underway in several sub-sectors, it has become clear that certain constraints related in part, to institutional capacity gaps on the one hand, and to the availability and distribution of human resources within the education sector on the other hand may be inhibiting the pace and scope of expansion and/or compromising the quality of education services that are being delivered. There is, therefore, an urgent need for studies to unravel both the institutional capacity gaps/weakness as well as the human resources situation in the education sector as necessary inputs to a longer objective of coming up with a strategy to address both capacity and human resources problems in the sector in a systemic manner. The current study is the first of such studies and aims specifically to improve our

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understanding of the constraints in human resource availability, deployment and retention in Tanzania, particularly in underserved areas.

2.0 OVERALL OBJECTIVE OF THE CONSULTANCY

The overall objective of the consultancy is to conduct a situational analysis of the education sector by providing an analysis of the current situation of human resources in the Education Sector in Tanzania, including:

an analysis of the key issues related to human resources availability and distribution within the sector; and,

a specific assessment of the existing human resources and actual requirements within each education sub-sector.

3.0 SPECIFIC OBJECTIVES

More specifically, this situational analysis will:

a. Provide an overview of current human resources available in the education sector and the projected needs over the coming five years, as well as a specific assessment of the human resources available and required in each sub-sector for the relevant MDAs.

b. Provide an overview of the distribution of human resources across the education sector, by sub-sector, region, gender and level of qualification.

c. Provide an assessment of the current levels of human resource productivity and efficiency across the education sector and within each sub-sector.

d. Provide an assessment of the factors affecting human resources availability and distribution, including training, recruitment, deployment, motivation/satisfaction, and retention of staff.

e. Provide specific recommendations and a proposed way forward, based on the analysis of above findings.

4.0 SCOPE OF WORK AND FOCUS

This situational analysis is being conducted for the education sector as a whole and includes all education-related MDAs (MOEVT, PMO-RALG, MCDGC), as well as regional and district departments and institutions with responsibility for education service delivery. In addition, it will also cover all education sub-sectors, including primary (together with pre-primary), secondary, vocational, folk, adult and non-formal, technical (teacher training colleges) and higher education.

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5.0 ACCOUNTABILITIES AND RESPONSIBILITIES

The overall supervision of this assignment, including the consultants, will be the responsibility of the Permanent Secretary of the Ministry of Education and Vocational Education and Training (MOEVT). On the technical side, the consultants will report to a small sub-committee within the Institutional Arrangements Technical Working Group (IATWG).

The consultants will (1) work together as a team and report on a day – to day basis to the Director, Policy and Planning; (2) provide regular progress to the IATWG chair (3) conduct this situational analysis based on a review of existing documentation, interviews and discussions with key stakeholders, and collection of data regarding specific human resource needs in each education sub-sector. (4) participate in the procurement of the enumeration firm and conduct the data collection process including determining the appropriate sample, designing and testing the survey tools, drafting the TORS for the field work, and conducting the analysis of the data collected (5) Write draft and final reports (6) Provide a database to the MOEVT, PMO-RALG and MCDGC of all data collected that is compatible with the EMIS system and can be searched and utilised by relevant stakeholders and (7) Present findings and recommendations to ESDC fora.

6.0 EXPECTED OUTPUTS

The consultants will deliver the following:

6.1 An inception report of no more than 10 pages (excluding annexes), to be provided to the IATWG - sub-committee within two (2) weeks of the commencement of the consultant’s contract. which will include an overview of key issues emerging from review of key documents; information gaps that need to be addressed; a list of key interviews to undertake; the proposed sampling methodology; survey tools and TORs for the data collection phase of the study; a complete plan of action for carrying out the tasks, including timeline for each aspect of the assignment and an outline for final report

6.2 A draft and final report of no more than 50 pages (excluding annexes), which will be written in Word Format in accordance with the SITAN ToRs:

6.3 Participate in all stakeholders meetings during the course of the assignment and provide technical support in the presentation of the results to all key stakeholders.

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7.0 CONSULTANTS’ QUALIFICATIONS AND SKILLS

Two consultants (one foreign and one national) with complementary skills will be contracted to work as a team to conduct this situational analysis.

In order to ensure complementarities of skills, consultants with the following specific qualifications and experience will be contracted to carry out the assignment:

Consultant 1: Human Resource Management Specialist

A minimum of a Masters Degree in public service administration/management or a related field.

At least 5 years of experience in Human Resource Management/ Development or a related field.

Experience in organizational development and institutional assessments, preferably in social sectors.

Ability to conduct capacity assessment, including issues of Human Resource productivity and efficiency, with a proven record on delivering professional results.

Good understanding of results-oriented planning and management. An understanding of key factors related to productivity and efficiency of education service

delivery, including importance of effective linkages between various levels of government and among various education sub-sectors in Tanzania is an added advantage.

Experienced in data collection and analysis. Ability and experience in report writing and written analytical assessment. Possession of computer knowledge and skills. Fluency in English. A good command of Kiswahili is an added advantage.

Consultant 2: Education Specialist with Tanzania experience

A Minimum of a Masters Degree in education, education management and administration, or a related field.

At least 5 years of experience working with the reforms, policy, strategies, institutional arrangements and funding aspects of the education sector in Tanzania

Knowledge of key factors related to productivity and efficiency of education service delivery, including importance of effective linkages between various levels of government and among various education sub-sectors.

Ability to analyse capacity strengths and gaps with regard to education service delivery. Good understanding of the on-going decentralized reform process in Tanzania is an

added advantage Experienced in data collection and analysis Ability and experience in report writing and written analytical assessment. Possession of computer knowledge and skills. Fluency in English. A good command of Kiswahili is an added advantage.

Although each consultant will be contracted separately, the IATWG Sub-Committee will designate one consultant to be the “Lead”.

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The Lead Consultant will be in charge of:

Overall coordination of the assignment as per ToRs, in close consultation with the co-consultant and the IATWG sub committee;

Regularly providing updates on the process of the assignment, including updating the timetable and Action Plan;

Coordination and supervision of enumeration team; and, Ensuring overall analysis of data and provision of final report as per ToRs.

The designation of the Lead Consultant and the responsibility of both consultants to work together to jointly complete the assignment as per the TORs will be detailed in the contracts for both consultants. Any conflicts arising between the consultants regarding their joint responsibility for completing this assignment will be dealt with by the IATWG Sub-Committee.

8.0 TIME FRAME

The assignment is expected to begin in mid-July 2010 and should be completed within five months from the date of signing the contract with a total of 80 consultant days, excluding the 30 days for the enumeration firm.

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Annex 2: TERMS OF REFERENCE FOR ENUMERATION FIRM

1.0 BACKGROUND

The Government of Tanzania (GoT) formulated the Education Sector Development Programme (ESDP) in 1997 as a strategy to realize the goals and objectives of Education and Training Policy (ETP, 1995). The GoT launched a five-year Primary Education Development Plan 2002-2006 (PEDP) in January 2002 and Secondary Education Development Plan 2004–2009 (SEDP) in 2004. These plans aimed to translate the ESDP into primary and secondary sub-sector reforms focusing on five strategic components namely:

expansion of enrolment and access; improvement of quality; strengthening institutional arrangements; capacity building; and, cross-cutting issues (CCIs).

The GoT has continued to update its education programmes in recent years. There have been updates on most of the strategic plans; ESDP II is in place for 2008-2017, PEDP II was introduced in 2007, a Folk Education Development Program (FEDP) has been established, SEDP II and High Education (HEDP) will be finalised in 2010, and the sub-sector development plan for and Technical and Vocational Education (TVEDP) is under preparation.

In the course of implementing the ESDP and its various sub-sector programmes, Tanzania has significantly expanded its education delivery services, in order to accommodate increasing enrolment in all sub-sectors. A service delivery expansion of this magnitude requires increased volume of human and financial resources at all levels in the education system.

At this juncture, with the expansion of education service delivery well underway in several sub-sectors, it has become clear that certain constraints related to the availability and distribution of human resources within the education sector may be inhibiting the pace and scope of expansion and/or compromising the quality of education services that are being delivered. There is, therefore, an urgent need to understand better the human resources situation in the education sector, in particular, to improve understanding of the constraints in human resource availability, deployment and retention in Tanzania, particularly in underserved areas.

2.0 OVERALL OBJECTIVE OF THE HUMAN RESOURCES SITAN

The overall objective of this study is to provide an analysis of the current situation of human resources in the Education Sector in Tanzania, including:

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an analysis of the key issues related to human resources availability and distribution within the sector; and,

a specific assessment of the existing human resources and actual requirements within each education sub-sector.

3.0 SPECIFIC OBJECTIVES OF THE HUMAN RESOURCES SITAN

More specifically, this situational analysis will:

f. Provide an overview of current human resources available in the education sector and the projected needs over the coming five years, as well as a specific assessment of the human resources available and required in each sub-sector for the relevant MDAs.

a. Provide an overview of the distribution of human resources across the education sector, by sub-sector, region, gender and level of qualification.

b. Provide an assessment of the current levels of human resource productivity and efficiency across the education sector and within each sub-sector.

c. Provide an assessment of the factors affecting human resources availability and distribution, including training, recruitment, deployment, motivation/satisfaction, and retention of staff.

d. Provide specific recommendations and a proposed way forward, based on the analysis of above findings.

In the process of addressing these specific objectives, the final report is expected to answer fully the questions in Annex 1 of this TOR.

5.0 Specific Objectives of the Enumeration Firm

The enumeration firm will work closely and be supervised by the team of consultants contracted to implement the HR Situational Analysis. The consultants will also participate in initial testing of survey tools and the data collection process, as well as provide all training for the enumerators.

The specific tasks of the enumeration firm are:

a. Prepare an inception report, which takes into account the changes to the TOR that will be discussed with the consultants and the IATWG sub-committee.

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b. Conduct the data collection process using the HR SITAN survey instrument provided by the consultants as well as collect additional Human Resource information at regional, district and school levels for all education related MDAs (MOEVT, PMO-RALG, MCDGC) for the entire education sector.

c. Arrange logistics and orientation of the enumerators;

d. Conduct the data entry process, based on formats for data entry provided by the consultants including:

i. training of enumerators to ensure that they fully understand the purpose of the survey instruments and how the data collection process are to be implemented at regional, district and school levels;

ii. carry out the pre-testing of survey instruments and provide on the modification of the instruments

iii. Conduct field visits to sampled regions, districts and schools for data collection using the survey instruments under the supervision of the local consultant;

iv. Run data entry tests to ensure consistency of data collection, and if needed, collect/verify data with additional consultations on the source of information.

v. Input all data into the agreed format provided by the Consultants;

vi. Make available to the consultants all the raw data and associated databases generated from the above in the agreed format.

6 Expected Outputs

The enumeration firm will deliver the following outputs:

1. An inception report, of not more than 10 pages in Microsoft Word Format (12 font) outlining the methodology, timeframe and a budget.

2. A database, which includes all the raw data collected as part of the enumeration exercise. This includes regional, district and school level data at all levels of education for each Ministry. This will mean a total of 3 databases are created. These databases will be provided in accordance with the prescribed format.

3. A short final report, of not more than 10 pages in Microsoft Word format (12 font) in English. This will provide details of the methodology, the challenges, and recommendations related to the enumeration process.

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7 Key Competencies and Eligibility Criteria

The company/institution should demonstrate the capacity to handle the tasks specified in this Terms of Reference, which include the following:

a. Prior experience in implementation of surveys and from management/supervision of survey teams;

b. A proven track record in undertaking similar assignments. It requires significant experience in, and familiarity with design and implementation of surveys.

c. Basic understanding of public sector management is a requirement and experience from similar assignments in the education sector would be an added advantage;

d. Have its own infrastructure (computer systems, soft-wares etc.) and manpower to be deployed to complete the assignment in time-bound manner;

e. Be able to dedicate one Project Manager and full time Project Coordinators for this assignment. The numbers of staff required will be detailed in the inception report. The Project Coordinators shall take charge of the mobilisation and management of the enumerating personnel in the field.

f. Good documentation, analytical and communication skills both in Swahili and English.

The proposed areas of expertise of the experts in the enumeration team are as follows:

a. One Project Manager with experience of at least 5 years in management of large scale, complex, and geographical diverse field survey/research assignments.

b. project Coordinators require experience of at least 3 years in conducting surveys and work experience from similar assignments

c. Field Researchers to undertake data collection at the field level, and data entry of all raw data in the agreed format, who are at least graduates or in their final year of degree programs, with some experience in data collection preferred. The field researchers must be fluent in Swahili and competent in written and spoken English.

d. In addition to the above, the team may include other professional staff as necessary.

8 Activities and Timelines

a. Data collection, as per the agreed and prescribed format, should be collected within 6 weeks from start of the assignment. This is expected to be no later than end September 2010.

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b. Data entry and testing of the completed data base in MS-Excel spread-sheet should be completed within 9 weeks from start of the assignment;

c. All deliverables (including the three complete databases) should be submitted, with three hard and a soft copies of each database being provided to the consultants and the MOEVT within 9 weeks from start of the assignment;

9 Terms of Payment

The services of the company/institution selected will be contracted by the Ministry of Education and Vocational Training.

The terms of Payment shall be as follows:

Sn. Output Time frame Payment

Percentage

1 Mobilization within 1 week of signing the contract

20%

2 Data collection within 6 weeks of signing the contract

40%

3 Data tabulation (Converging with the database matrix prepared by Lead Consultants) and preparation of complete data base

within 9 weeks of signing the contract

40%

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Annex 3: List of Planned Interviews

1. The Ministers of Education2. The Permanent Secretary [MoEVT]

3. The Directors of Primary, Secondary, Higher Education, Teacher Education, and

Inspectorate

4. The Desk Officer for folk Development Colleges

5. The Deputy Permanent Secretary [PMO RALG]

6. Heads of Schools

7. Heads of Institutions

8. The District Education Officers [Primary]

9. The District Education Officers [Secondary]

10. Directors of Human Resources in Selected Institutions

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Annex 3: Work Plan for HR SITAN 2010

ACTIVITY OUTPUT MONTHS DATES Aug Sept Oct Nov Dec Jan Feb March

1 Preparation of inception report Draft and revised inception report

5 Renew and production of tools Tools ready for field work 6 Fieldwork-9 regions All data in Dar 7 Cleaning of data sheets Cleaned data sheets 8 Data entry and verification Clean data 9 Data analysis Tables and comments 10 Report writing Draft report

11 Limited report circulation Revised draft report 12 Presentation of draft reportt Revised draft report 13 Dissemination workshop Workshop report 14 Preparation of final report Final report 15 Presentation of final report -------------00---00------------

2 Production of instruments Draft and final instruments 3 Trainii Ing leaders A team leaders and one

manager trained

4 Pretesting of methodology Revised tools

TASK Consultants and DaysOmari Heather HRSITAN

(FEE)Lima/Sulemani

1 Preparation of inception report 10 days 2days 00 002 Revision of inception report 2 days 5days 5days 2days3 Production of instruments 5 2 days 004 Renew of instruments 00 2days 00 2days5 Design of sampling strategies 2 16 Training team leaders 1 00 1 17 Pilot testing –pre testing of

methodology2 00 00 2

8 Training enumerators 3 00 009 Production and assembling of

instruments2 2 00 2

10 Travels to the field 2 2 00 211 Field work 21 10 00 2112 Travel back to stations 2 2 00 213 Data cleaning and verification 5 ? 00 0014 Data coding and entry 2 2 00 2515 Data analysis and creation of

tables 5 15 00 5

16 Report writing 30 30 00 0017 Dissemination workshop 3 3 3 0018 Revision of draft report 2 10 10 0019 Presentation of final report 2 2 00 0020 Final reviews and presentation 2 2 00 00

Omari=107 days Heather = 87 days

But will do for 80 days

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